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Montréal, Quebec, Canada | SELF
Band Rock Classical
Share Samsara's EPK!
Self Titled EP (2009)
Extra Life EP (coming Winter 2012)
Samsara is a Canadian 4 piece playing instrumental music. Amongst others, they've shared the stage with Caspian, The American Dollar, Arms and Sleepers, Mogwai side project Crippled Black Phoenix, and Lifestory: Monologue.
In 2009, the band released their debut EP featuring four songs. It was praised as "the soundtrack to an unwritten movie," "a timeless musical journey where the story is not told by words" and "a great introduction to this Canadian four piece."
Samsara is currently preparing demos and planning out their next release, taking their cinematic sound to new heights. In the meantime, the band will be releasing teasers and video updates.
"With an expertly sculpted sound and an ear for timely transitions, Samsara have pushed themselves to the forefront of my interest in post-rock. While this genre isn't exactly for me, Samsara might just be that band that manages to bridge a gap and appeal to fans outside of their own genre. We'll see where they go, but if Samsara is an inclination, this band has all the potential they need." - theinterlude.com


The Emmanuel Baptist Church is member church of the Jamaica Baptist Union and as such, practice the following beliefs and principles.
"Jesus is Lord" is the distinctive confession of faith. As individuals and as a church, Baptists seek to make Jesus Lord of every aspect of their lives.
Baptists believe that the Bible is the Word of God and that the Holy Spirit through the Bible, shows us God's way for living. As radical believers, Baptists seek to root their lives in the revelation of God's truth.
On the basis of the New Testament, Baptists claim that baptism is for believers only. Baptism is only for those who are able to declare that Jesus is Lord. As a symbol of Jesus' claim on their lives, Baptists practice baptism by immersion, in which candidates symbolize their desire to die to self and to live for Christ.
Baptists understand the church as a community of believers gathered by the Holy Spirit in the name of Jesus Christ for worship, witness and service. Central to Baptist worship is prayer and praise, listening to God's word in preaching and a gathering around the Lord's Table.
In the Baptist model of a believer's church every member has a role to play, whether in teaching, faith-sharing, evangelism, social action, pastoring, guiding, serving, prophetic insight, praying, healing, administration or hospitality.
In a Baptist church, an illustration of the priesthood of all believers is the church meeting. This is the occasion when members come together to prayerfully discern God's will for their lives together. In Baptist churches the final authority rests not with the ministers or deacons but with the members gathered together in church meetings. It is the church meeting which, for instance, appoints ministers, elders, deacons, and others who exercise various forms of leadership within a local congregation, agrees on financial policy and determines mission strategy.
God sent His Son to die for you?
If you want to know more about God or if you want to accept Jesus Christ as your personal Saviour today click here or let us know.


Tommy Coyle is a singer-songwriter from York, England. After travelling in Australia, New Zealand and other far flung places in Europe and Asia, honing his songwriting skills and earning his keep by playing in hostels and bars ,he moved to London in 2011 to become a full-time musician where he founded an open mic at the Camden Eye. Here he met his new best friends and band members Stephen Slesser (drums), Joe Watkin (bass) and John Fogarty (lead guitar).
Tommy's songs have been compared to artists such as Bright Eyes, Frank Turner and Glasvegas with their strong, simple melodies and lyrics delivered with passionate vocals. The songs on latest album Voodoo Sessions cover a range of topics, war (Ahmed), childlessness (Without kids to grow), and depression (Everybody Loves Ya). The album was recorded at Gary Hall's Voodoo Rooms studio and contains acoustic versions of 10 songs plus a bonus cd of 3 songs played with full band accompaniment.


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Speaking of Sports
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The Model of a Man
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A Man's Life: Reset
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A Man's Life: About It
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My Brief Life on the Rim
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A Man's Life: A Father's Journey
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A Man's Life: Thriving in the Unknown
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The Mountain Man
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A Man's Life: Oregon Trail
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What's Passed On
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From Catfish to Coq au Vin
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The Uses of Muscle
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My Father's Voice
by Benjamin Percy I remember wonder. There was a time when a Stephen ..
Gathering the One Great Song
Three Poems by Samuel Green Sam Green was living in the Seattle area in 197..
My Dear Son
Visiting a friend, I see a framed letter on his wall—not an unusual thing, ..
Jessica Mohl explores the beauty of the natural world by shaping metal. Her..
The Politics of Welcome
by Lorraine McCrary We live in an individualistic society, and most politic..
Making Peace with Crawfordsville
Living in a small Indiana town and county with 95 churches and no synagogue..
When sculptor and Professor of Art Emeritus Doug Calisch began crafting fin..
First Catch
by Eric Freeze Whatever ethical quandaries I had been having, my actions ha..
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A Rich Exchange
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In Charge of Everything Else
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Accelerating Indianapolis
Doug Petno '87: The Job at Hand
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Starting Business Is a Leap of Faith—Obviously
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In Memory: Guy Kinman "40
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Beyond Judgment
"An Exercise in Trust"
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Alex Rinks '06: Adventure by Adventure
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Healing Flight
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Getting Real
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Camels in the Cornfield
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Forgiving Cain
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More "Embarrassing Moments"
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Leading and Learning "Away Off Shore"
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Lettered With Loving Care
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From Our Readers: Walking "The Camino"
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Silence on the Trail
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How Do You Take Care of Yourself?
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Traveling Well: The Photography of Denis Kelly '84
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Traveling Well: Charles Johnson '65 and the Polar Adventurer Fram
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Alan White '60: Not Without the Music
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Travelers' Advisory: The Problem with Nodding
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Sean Salai '03 To Be Ordained a Catholic Priest
Justin Herd '06 Opens The Local Butcher in Denver
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Capturing Commencement, Reunions
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Ben Hewitt '05 named head swim coach at Nova Southeastern University
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Jim Dreher '85: A Singular Vision
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J.T. Whitehead '87, Poet/Lawyer
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No Microphone Eating for Miles '76
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Prengaman '98: Thinking Critically, Living Humanely
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Thank You, Tom Runge
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Crofts '63 Sheds "Bright, Clarifying Light" on Lincoln as Emancipator
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Padgett '84 Covers Obama Visit to Cuba
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Film Honors American World War I Soldiers
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Gregerson '09 Ordained to Priesthood
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Thomas Brogan '88: Archaeological Dig
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Bob and Betty Allen '57: Mud Hollow Memories
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Martella '71 and "A Life of Place"
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Deleget's New Minus Space Gallery
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Been '81: Farmwork Ethic
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"The Liberal Arts is Strategy"
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2015 Review: Honor and Memory
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Barton '00 and Crawfordsville's Stellar Year
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Been '81 Leaves Legal Aid Legacy
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Listening To Each Other
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"A Wonderful Life"
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A Taste of Our Lives, Pt. 1 (UNCUT VERSION!)
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Thomas Lents' Culinary Craftsmanship
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Wallies Worked on Theater Production
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Adventure Story Honors College's Past
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Real Work, Real World
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Two Marks of a Rivalry
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David Kendall '66: Freedom "From Both Sides"
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McCarty Recalls Murders
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Hello Maxwell David Nicholson!
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Garrett, Guiden Return as Cole Lecturers
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Bowerman '11 Climbs Kilimanjaro
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Teacher Paul Baldwin '78
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Scarlet Yarns: Alumni Tell Their Stories
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Alumni Honor Their Own
Coming Home Late—Bert Stern H'62
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Carter's Dangerous Work
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Emanuel Harper '10 : Why I Stand for Children
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Jeremy Bird '00—Create Whatever You Want
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Two Chords
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Deleget '97 Sings 'September of 92'
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"It's All About the Journey"
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Somethin' 'bout a Song
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Solar-Powered Jazz
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Kitterman '06—Driving Force
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The Banjo and the Blues
Looking Twice at America
"Every American who can should live outside the U.S. for a while. It ..
Everyone worships.This Sunday your dog does too so long as he is polit..
Dialed In
He won an Emmy in LA this fall for his first TV series. He flew back the sa..
"Music in His Soul"
by David Blix '70
I first met Richard Bowen when he came to campus to interview for a sabbatical replacement position in the College's Department of Music. As a professor of religion, I was one of the "outside" members on the committee, although music has always been an essential part of my life at Wabash. Richard gave a great interview, and I gave him a complete thumbs-up. He was hired, and
so began a friendship—both personal and professional—that has lasted for many years.
One of Richard's responsibilities was to direct the Glee Club. And one of the first things he did with the Glee Club was to make them rehearse "Old Wabash". The Glee Clubbers were incensed, and I soon heard about it. For the first couple of weeks that fall semester, they repeatedly came to my office and complained. They objected to his insistance that they go back, re-learn their diction, re-learn the harmonies, re-learn the rhythms.
"Who the hell does he think he is?" they'd say. "We know "Old Wabash". He doesn't. He's new. He's an upstart." They grumbled and grumbled.
Then came the first concert, which, of course, included "Old Wabash". It was exquisite. The audience knew it, and wasted no time in telling the students. And when they heard this feedback, they realized what Richard had done. He had deconstructed
"Old Wabash", and had built it back to this perfection. Once they realized they could sing it, that changed everything.
Richard's musical excellence was repeated in concert after concert that first year, and, remarkably, continued for the whole length of his time at the College. Most of our singers are amateurs, yet he was able to persuade them, year after year, that they could do these complicated pieces of music and do them well. They learned that they could trust his belief in their abilities. Any doubts our singers had were erased when they performed, heard how good they could sound, and heard that confirmed by grateful audiences on campus, across the country, even overseas.
I traveled with Richard on two occasions. During my first sabbatical, the Glee Club was on the road for their Spring Tour to the East Coast, and I traveled on the bus with them for a couple of days. That's when I first saw Richard's organizational skills and what I sometimes jokingly call his Germanic side. The whole trip ran like clockwork.
The second occasion was the summer tour of England, Scotland, and Wales, for which Richard kindly invited me along as a chaperone. It was an extraordinary trip. He'd done a reconnaissance trip earlier in the year—gone to all the places, had met the tour guide, had set up performance venues, and started arrangements for accommodations. So, again, the trip ran like clockwork. He put some students in charge of baggage detail, unloading and loading the bus at each stop. Others were responsible for uniforms, and still others for the music. The concerts ran smoothly and sounded beautiful.
On a few occasions, of course, he had to play the disciplinarian. But I never saw him yell at a student or berate him. By having everything set up before hand, Richard was freed up in his own way. He could concentrate on encouraging the students and keeping their spirits up.
I recall how, one day in England, the students had the afternoon off. So Richard, his wife, Eileen, and long-time Glee Club accompanist Cheryl Everett and I went to a pastry shop and took afternoon tea. Richard kicked back. He told jokes and made puns. We laughed and talked for hours. We all mused, lovingly, about some of the shenanigans of the students, like the afternoon they ignored the capacity-sign on a hotel elevator, overcrowded it, and got stuck between floors.
On another occasion, we were in Wales and had arrived at a hotel on the shore of the North Sea called "The Beaches." The beaches were mostly gravel, and it was cold and late in the afternoon, gray and chilly. So, again, the adults sat down in this beautiful bar with a view of the beach, sipping the finest bitters and tea. And then we looked out and there were the students. They had put on their swimming trunks and they were larking around in the water, going in and coming out. You could see they were cold, but by God, they were going to go in. That was the kind of camaraderie you find among Wabash students and singers on these trips, a part of the Wabash culture that continues today because of Richard's work.
It is work he now passes on with great satisfaction to new Glee Club Director Reed Spencer, whose first year overlapped with Richard's last so that Richard could show him how to manage the many moving parts of all things having to do with the Glee Club. Reed is first rate, and the hand-off this past year has gone well.
Richard is staying on for the first part of fall 2017 to help lead the 125th anniversary of the Glee Club. It's fortuitous that he is. He's done research on the history of the Glee Club, including Chapel talks on different versions of Old Wabash. He knows who the various Glee Club directors have been over the years. He has a keen sense of both history and performance. Whatever we do it will be musically very high quality, as befits such a reunion.
What drives Richard to this level of excellence? Well, first and foremost, I'd say it's the music itself. There's music in his soul. It's like there's this eternal music he's always trying to reach for and approximate. And he does that by paying attention to the details. The smallest phrase—he knows what hand gestures to use, how to communicate with singers to get what he's looking for.
But there's something else. He has a vitality and passion for life, and he's brought that to the music, to our singers and our College, and those voices will be his legacy.
David Blix is Associate Professor of Religion and first sang in the Glee Club during his student days at Wabash.
Faculty News and Notes
Steve Charles
"The Kind of Man I Always Wanted to Be"
Wabash Magazine Online
Wabash College Crawfordsville, IN
Copyright © 2017 Wabash College | All rights reserved.

redpajama_set_name: RedPajamaCommonCrawl


This will be the best and only advice you will ever need to escape abuse. First, put yourself first, because if you don't, how do you expect anyone else to. Be selfish for once. Do what you want to do. Never put someone first who doesn't deserve you. There are only two types of people in this world: givers and takers.
The takers only think of themselves. They are so self-obsessed they will even hurt people who love them. These takers are clever. They are there for you at you weakest. They help you so you are blinded by their true intentions. Once they help you, you now feel like you will need to return the kindness one day.
Then you have the givers. These people put others first before themselves. Sometimes to people that don't deserve their kindnesses, but they do anyway because givers take pleasure in helping others and will always put others first. This is the reason for most domestic violence cases. You have the victor who is kind, who puts the abuses needs first, who feels compassion for the abuser because a giver can't understand how someone could hurt others, because they have the complete opposite mind. So, the victim then puts the abuser's life first, trying to save them. And, the abuser / taker plays on this and takes. Uses them, but does it in a way the victim is blinded, only trying to see the good.
This is what happens when a giver tries to help a taker. They will try until they realize that some people will just go through life looking for someone to use to their advantage. Until a giver experiences someone using them, and then finds some one who will put others befor them. Once you become aware, some people will just use, and some people just want help. You can start to live a happier life because you won't let yourself become a victim again, and you will only give your time to people who deserve it. But, you need to realise that you control every part of your life. No one else. Even if you feel trapped and you will never be free, you will if you make yourself. Only you control you!


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Things You Didn't Know
10 Things You Didn't Know about Dean Schneider
Tiffany Raiford 2 years ago
Disney fans and anyone not living under a rock their entire life knows the Lion King. It's a sad one – but aren't all Disney movies sad being that no one ever has parents? However, we imagine that you might not know much about the other Lion King. He's a man called Dean Schneider by those who know him best, and he's an online internet sensation who has a thing for big, wild, dangerous animals. He's been in the press more than a few times over this animal antics, and the world wants to know how this guy has become such a Lion King.
1. He's Young
When you realize all that Dean Schneider has accomplished in his life, you might assume he's a lot older than he really is. The truth of the matter, though, is that he is still in his 20s. He was born on October 3, 1992. He's accomplished a lot in a short time.
2. He's Swedish
He was born and raised in Switzerland. In fact, he began his entire career in Switzerland. He lived there until he was approximately 25. That's when he made the decision to leave and to pursue his dreams. He's shown he is capable of doing anything he puts his mind to, and he's not let anyone down yet.
3. He Didn't Study Animals in College
Most people assume he spent his entire life focused on things like animals and wildlife, but he did not. He actually went to college to study finance. He became a Swiss financier following his college graduation, and he did quite well for the few years he spent working in the industry.
4. He is an Entrepreneur in the Financial Sector
After his college graduation, he opened his own financial business. He knew he wanted to do things his own way, and he did. Before long, his little business had more than 50 employees and was growing rapidly. He was still a small business owner, but he was doing well. His business was focused on financial planning and banking.
5. He Left Switzerland in 2017
Despite the fact that he has a successful business to run, he knew he wanted to follow his dreams. He was ready to do what he needed to do to make sure his dreams of opening a wildlife sanctuary in Africa would come true. He left Switzerland in 2017 to pursue his dream.
6. He Established a Sanctuary
The name of his lifelong dream in South Africa is Hakuna Mipaka. It's Swahili, and the meaning behind it is no limits. It's where he spends his days. It's where he lives out his dream. While still only in his 20s, he's doing everything he wanted to do in his life and so much more.
7. He Was Diligent in the Pursuit of His Dream
While still working and living in Switzerland, he worked diligently to make his dreams of opening a wildlife sanctuary in Africa come true. He traveled approximately a dozen times between the two countries to secure grants, to introduce himself to those in the area, and to be sure he was making the right contacts. His persistence paid off.
8. He is Very Active Online
Many online celebrities spend as little time as they can online, but not Schneider. He's very vocal about the fact that he spends as much time online as he can answering his messages and responding to his fans. It is not uncommon for him to spend as many as 8 hours a day on the internet connecting with his fans.
9. Steve Irwin Inspired Him
Steve Irwin is the man and the legend that most of the world followed and loved throughout his very short life. We still follow his wife and children, and everyone cheers for their success after his untimely and tragic death. During his time on earth, however, Irwin was able to inspire so many people to fall in love with wildlife and do all they can to protect the animals – and Schneider calls him the inspiration behind his decisions.
10. He's Been Accused of Animal Abuse
After a video of Dean Scheider hitting a lion cub went viral, he was accused of animal abuse. Those who dislike him and those who saw the video wanted to know what he was thinking. He has defended his actions from the start saying that the lion struck first and that he did not hit the lion to hurt it but rather to show the lion there are boundaries it cannot cross.
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After studying business in college, Tiffany embarked upon a career she never dreamed of. She became a stay-at-home mom and writer with her own blog. Her writing gained recognition and since 2009, she's written for sites such as What to Expect, Where'd My Sanity Go, and dozens more. She collaborated with the NFL, CDC, and Heads Up Football Program in 2012 and 2013. Her writing has allowed her to visit NYC for Fashion Week events since 2015, and she's worked with clients in almost every field, from dentistry to law and family to entertainment. Tiffany and her husband are the proud parents of four children in her free time.
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text:
is a Japanese adult video (AV) director and the founder of two AV studios. With a career dating back to 1985, he is one of the pioneers of the Japanese adult video industry.

Life and career
Toyoda was born on November 10, 1952. He made his adult video directorial debut with the Kuki company in May 1985 with the video  starring Midori Takano (高野みどり). By the mid-1980s he was working for Samm (later to become h.m.p.), where he is credited along with others for changing the direction of that company from its early emphasis on S&M videos. One of the videos he directed for h.m.p. was the 1990 Kozenwaisetsu 7 starring early AV Idol Yumika Hayashi. He also directed videos for the Alice Japan studio in the 1990s.

Wild Side - King of Realism
Frustrated by the close censorship of Japanese adult videos under the Nihon Ethics of Video Association (NEVA), also known as "Viderin", the voluntary ethics group which regulated most of the AV companies in the 1980s and 1990s, Toyoda started up his own company using the label  in 1996. The company, , located in Tokyo's Shibuya ward, was founded in April 1996 and "King of Realism" (the Japanese name also means "King Lear") began issuing videos in August 1996. In the years following other labels were also created including  in September 1997,  in July 1998,  and "GOLD" in April 2000,  in November 2000, "D's" in January 2001 and "SILVIA" in October 2002.

The company issued about a dozen new videos per month including installments in such popular series as "Eromesu" (凌辱エロメス), "Royal Anal Kingdom" (名門アナル王国) and the scatology series "Exodus Gold" (エクソダス ゴールド). The major Japanese AV retailer DMM (part of the Hokuto Corporation) listed over 600 DVD titles and more than 500 VHS titles for Wild Side in mid-2010.

Throughout its history, Wild Side and the "King of Realism" label were associated with videos portraying scatology, anal sex, and in its later years pregnant sex. On November 12, 2004, Wild Side released the video  (DWI-01), directed by Toyoda and starring Natsuki Hatayama (or Hatakeyama) (). The first part of the video shows the pregnant actress having sex with various actors but the second part depicts a complete sequence of her giving birth at home.

Other actresses who appeared in Toyoda-directed videos for Wild Side include Rinako Hirasawa, Chihiro Hara and Minami Aoyama.

Opera
After 20 years as an AV director, 10 years after starting the "King of Realism" label, and a false colon cancer scare, Toyoda closed Wild Side and started a new adult video company, , in October 2005. In September 2011, the DVD distributor DMM listed 327 titles for Opera on its website. Toyoda is the chief director at Opera and had directed some 150 videos for the studio by that same date.

For the 2009 AV Grand Prix competition, the Opera entry was the scatology video , directed by Toyoda and starring Chika Shinozaki.

References

Sources

Japanese pornographic film directors
1952 births
Living people

redpajama_set_name: RedPajamaWikipedia


"the church on a mission"
The executive committee is made up of church council officers. They work with all members of the staff.
The spiritual life committee works with the pastor for the spiritual well-being of the members.
The worship committee works with pastor, organist and choir director in planning the worship services.
The altar guild is responsible for the appearance of the chancel area.
The Christian education committee is responsible for the Sunday School program and also for Christian education of all the members of the church.
The youth committee is responsible for youth activities and fundraisers.
The property committee is responsible for maintenance and upkeep of all the church's properties.
The memorial garden committee is responsible to plant and care for the flowers planted in the memorial garden.
The parish life committee does the work of stewardship and evangelism.
The communications/publich relations committee is responsible for spreading the news of Solomon's to its members and the community.
The newsletter support staff helps in mailing the church newsletter and other church mailings.
The finance and budget committee is responsible for overseeing the financial records of the church. The committee prepares the church budget.
The special events committee plans and prepares varous fellowships and special activities, such as chicken barbeques, and chicken pies, etc.
To assist the Pastor in becoming better acquainted with the church, its members, and the community.
To assist the church in maintaining good relations between the pastor and parish.
To serve as an advisory group to the pastor.
To identify areas of conflict in an early stage and assist the parties involved in resolving their differences.


text:
What are the big 6 question journalist ask
English Posted by admin
QUESTION POSTED AT 15/01/2020 - 03:06 AM
Answered by admin AT 15/01/2020 - 03:06 AM
Like what inspires you
In response to Macbeths questions, the witches in Act IV -tell him how to bring banquo back to life. -Call upon the apparitions who answer most of his questions but warn him now to probe to deeply.* -Bring duncan back to life. -Turn Macbeth into a toad.
The second statement is correct. Hope that helps!
The question "What does the writer say?" is a question of _____. a.interpretation b.analysis c.evaluation Please explain
I think this answer is a.interpretation because the definition of interpretation is somewhere along the lines of putting something in your point of view or explaining the meaning of something.
According to this paragraph, what often causes an individual to question her identity? (8 points)
May I know. the paragraph? Once I know, I will be able to help you. (:
1. What do you think the narrator of "The Gift of the Magi" considers as having real value? the protagonists' poverty the protagonists' wisdom the protagonists' possessions the protagonists' love for each other 2. In the story "The Gift of the Magi," which of the following is an example of allusion? the description of Della's hair as a "brown cascade" the comparison between Della and the Queen of Sheba the apparent compassion for Della's and Jim's economic struggle the discovery that the protagonists sold their most prized possessions 3. In "Fabric of Their Lives," what does the information about Annie Mae Young burning her quilts reveal about her personality? Young did not consider her quilts as art pieces. Young saw her quilts as something very private. Young thought her quilts could be too provocative. Young was pessimistic about her success as an artist. 4. In "Fabric of Their Lives," Aronzia Pettway made quilts mostly to Remember her history. Express her innermost feelings. Become economicallyindependent. Protest the conditions of African Americans in Alabama. 5. Both Marge Piercy and Walt Whitman believe that There is value in things made for everyday use. The value of things lies in making them. One's heritage is part of one's value. Art is not an important part of life. 6. The poems in this unit express appreciation for the poor. the value of work. things of value. the question of value. Vocabulary and Grammar 7. What is the meaning of meretricious as it is used in this sentence from "The Gift of the Magi"? It was a platinum fob chain simple and chaste in design, properly proclaiming its vale by substance alone and not by meretricious ornamentation—as all good things should do. Showy and vulgar Fashionable and glitzy Low-quality and cheap Ridiculous and exaggerated 8. Which vocabulary word completes this sentence CORRECTLY? When Mr. Klein realized that his true identity was revealed, he found himself in an interesting _______________. adulation parsimony imputation predicament 9.Which of the following sentences uses capitalization CORRECTLY? I just read O. Henry's short story "The gift of the Magi." I just read O. Henry's short Story "The gift of the Magi." I just read O. Henry's short story "The Gift of the Magi." I just read O. Henry's short story "The Gift Of the Magi." 10. Which of the following sentences displays the CORRECT use of punctuation? Leonardo da Vinci, inventor, painter, and poet is considered a true genius. Leonardo da Vinci (inventor, painter, and poet) is considered a true genius. Leonardo da Vinci, inventor, painter, and poet, is considered a true genius. Leonardo da Vinci—inventor, painter, and poet—is considered a true genius. 11. What connotation is attributed to the "parlor generals" in the following lines from "To Be of Use"? [people] who are not parlor generals and fielddeserters / but move in a common rhythm / when the food must come in or the fire be put out. laziness brutality patience indifference
1. The protagonist's love for each other --as unselfish love is the greatest of all things.
2. The comparison between Della and the Queen of Sheba-- Allusion uses biblical figures and Queen of Sheba is a biblical figure
3. Young did not consider her quilts as art pieces.-- She just burnt it so it doesn't mean anything to her.
4.Protest the conditions of African Americans in Alabama
5.The value of things lies in making them.
6. The value of work
7. Showy and vulgar
8. predicament
9. I just read O. Henry's short story "The Gift of the Magi."
10. Leonardo da Vinci, inventor, painter, and poet, is considered a true genius.
Read the paragraph below and answer the question that follows. 1My name is Jonathan Cross. 2I am a member of the basketball team at Carter High School. 3Because of budget cuts, our school is unable to pay costs for new uniforms for our team. 4As a result, the team is seeking other sponsors to fund our new uniforms. 5I am writing to request that you consider sponsoring our team. 6As a sponsor, your company name would be featured on our uniforms. Which of the following topics is introduced by the paragraph? budget cuts and their negative effects on high school athletics the team's winning record the basketball team's need of new uniforms and their desire for sponsorship all of the above none of the above
As for me, it looks obvious that the third of the following topics (C.the basketball team's need of new uniforms and their desire for sponsorship) is introduced by the paragraph. Because I didn't noticed anything about record of the team either some information connected with cutting budget. Team mentions that there is a lack of uniforms for all the members and looks for a company to cooperate in order to satisfy both sides (team - uniform, sponsors-promotion)
Question 2 Semple states, "In the past 20 years, Congress has established more than 80 new parks. This statement is an example of a fact True False . 2 points Question 3 When Semple states that "one [bill] would overhaul entrance fees, which are ridiculously low" he is using an emotional appeal. True False . 2 points Question 4 Semple writes, "There is, as Representative Bill Richardson of New Mexico notes, 'trouble in paradise.'" This is an example of expert opinion used in the editorial. True False . 2 points Question 5 The writer must start the body of the persuasive essay with the weakest reason and support. True False
question 2:True
it had the exact dates , it shows it is a fact
Read the following excerpt from "The Cask of Amontillado" and answer the question. At the most remote end of the crypt there appeared another less spacious. Its walls had been lined with human remains, piled to the vault overhead, in the fashion of the great catacombs of Paris. Three sides of this interior crypt were still ornamented in this manner. From the fourth side the bones had been thrown down, and lay promiscuously upon the earth, forming at one point a mound of some size. The passage above provides a description of which story element? Character Climax Rising action Setting
I believe the answer would be Rising action because the suspense (the "horrid" descriptions of the chamber) is slowly building up to the climax in which there would be a resolution to the conflict.
(I have read "The Cask of Amontillado" before)
Match each narrator from the first 3 sections of The Sweet Hereafter with the type of first person narrator they represent. Dolores Driscoll Read Answer Items for Question 1 Billy Ansel Read Answer Items for Question 1 Mitchell Stephens Read Answer Items for Question 1 Answer A. First person major B. First person observer C. First person minor
The following are each narrator from the first 3 sections of The Sweet Hereafter with the type of first person narrator they represent:
Dolores Driscoll: First person major
Billy Ansel: First person minor
Mitchell Stephens: First person observer
These three characters are three out of the four narrators that tell the story in the novel "The Sweet Hereafter" written by Russell Banks. They all are first person narrators as they are telling the story in their own voice as it happens through their eyes. Dolores Driscoll is the first person major as she is the main narrator of the story. She was a school driver and was driving the bus school as the accident occurs, therefore making her a key character within the story. Billy Ansel is a first person minor narrator, as he was a witness of the accident and was, with the firefighters, above the first people at the accident scene. Then there is Mitchell Stephens, who acts as a first person observer narrator, as he arrives in Sam Dent to investigate the accident. He is an observer of every person involved in it and is trying to find out exactly what has happened, which makes him an observer of the main characters from an outside perspective.
Ead this excerpt from Abraham Lincoln's Gettysburg Address and then answer the question that follows: (1) Four score and seven years ago, our fathers brought forth upon this continent a new nation: conceived in liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war ... testing whether that nation, or any nation so conceived and so dedicated ... can long endure. We are met on a great battlefield of that war. (2) We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that this nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate ... we cannot consecrate ... we cannot hallow this ground. The brave men, living and dead, who struggled here have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. The tone of this speech is most similar to which of these? A. A critical review of a work art B.a philosopher body of writing C.an inspirational eulogy at a funeral D.a lecture on the nations historical development
C.an inspirational eulogy at a funeral
Abraham Lincoln's speech "The Gettysburg Address," was delivered four months after the battle of Gettysburg, on November 19, 1863. There, President Lincoln joined other speakers and other influential people at a ceremony to dedicate a cemetery at the site of the battle. Thus, the talk is intended to praise fallen soldiers and inspire the nation to go on fighting for the cause.
Julius Caesar questions
Im pretty sure it Character
Please help with this question
Drama is the plot of a play
Ah, distinctly I remember it was in the bleak December, And each separate dying ember wrought its ghost upon the floor. Eagerly I wished the morrow;—vainly I had sought to borrow From my books surcease of sorrow—sorrow for the lost Lenore— For the rare and radiant maiden whom the angels name Lenore— Nameless here for evermore. -Excerpt from "The Raven" by Edgar Allan Poe What type of questioning is this: Why does the speaker say that Lenore is "nameless here for evermore"? A. beyond-the-text questions B. between-the-lines questions C. before-reading questions D. before-writing questions
I want to say B, but don't quote me on it.
The Nile: A Source of Sustenance Sustenance played a crucial role in the founding of Egyptian civilization. The Nile was an unending source of sustenance. The Nile made the land surrounding it extremely fertile when it flooded or was inundated annually. The Egyptians were able to cultivate wheat and crops around the Nile, providing food for the general population. Also, the Nile's water attracted game, such as water buffalo, and, after the Persians introduced them in the 7th century B.C., camels. These animals could be killed for meat, or could be captured, tamed, and used for ploughing—or in the camels' case, traveling. Water was vital to both people and livestock. The Nile was also a convenient and efficient way of transportation for people and goods. Egypt's stability was one of the best structured in history. In fact, it might easily have surpassed many modern societies.... Which question would be best to ask before reading the rest of the passage? How did the Nile directly affect the stability of Egypt? How might Egypt's stability have surpassed many modern societies? Why was the Nile an unending source of substance? How did the Nile get its name?
Why is Nile a source of sustenance?
Nile has a direct effect on the economy of Egypt as it enriches the lives of people which makes their society work.
Egypt's stability surpasses modern societies since its only source is Nile but it has given them a lot unlike modern societies which seek for several resources just to make the economy boom.
It's unending in the sense that it's the longest river, but it's an unending source because of its fertility.
Nile means "river valley" which is also the meaning of the Latin word "nilus". Egyptians call Nile, Ar which means "black" because its sedimentary gives a black hue sometimes.
Read the following speech excerpt and then select the correct answer to the question below: President George W. Bush's speech to the troops on the USS Abraham Lincoln Our mission continues. Al-Qaida is wounded, not destroyed. The scattered cells of the terrorist network still operate in many nations, and we know from daily intelligence that they continue to plot against free people. The proliferation of deadly weapons remains a serious danger. The enemies of freedom are not idle, and neither are we. Our government has taken unprecedented measures to defend the homeland — and we will continue to hunt down the enemy before he can strike. The war on terror is not over, yet it is not endless. We do not know the day of final victory, but we have seen the turning of the tide. No act of the terrorists will change our purpose, or weaken our resolve, or alter their fate. Their cause is lost. Free nations will press on to victory. Other nations in history have fought in foreign lands and remained to occupy and exploit. Americans, following a battle, want nothing more than to return home. And that is your direction tonight. After service in the Afghan and Iraqi theaters of war — after 100,000 miles, on the longest carrier deployment in recent history — you are homeward bound. Some of you will see new family members for the first time — 150 babies were born while their fathers were on the Lincoln. Your families are proud of you, and your nation will welcome you. How does the sentence "Our mission continues" support the central idea of the speech? It supports the idea that service people returning home will be called back out quite soon. It supports the main point that this is an ongoing fight that America will not abandon. It challenges the notion that Al-Qaida is an enemy worthy of the human and financial cost of war. It adds to the idea that it is essential to remove any American military presence in other lands.
The best answer to the question above would be the second sentence. The phrase 'Our mission continues' supports the central idea of the speech which is that America's ongoing fight with the terrorists Al-Qaeda will be one that the country will not easily abandon. Other choices are not the main points.
What kind of listening involves asking questions and using the speaker's responses to form new questions? empathetic appreciative reflective critical Unsubscribe · Rep
reflective is the answer.
ANSWERED AT 20/01/2020 - 11:57 AM
Which lines in this excerpt from "Address on Woman's Rights" by Elizabeth Cady Stanton show that she believed only women can address the issues that affect them and so they should be given the right to vote? a. Should that gentleman be present this evening and feel disposed to give any of his objections to our movement, we will be most happy to answer him. b. did I not believe that woman herself must do this work—for woman alone can understand the height and the depth, the length and the breadth of her own degradation and woe. c. Man cannot speak for us—because he has been educated to believe that we differ from him so materially, that he cannot judge of our thoughts, feelings and opinions by his own. d. Then with what magic power, by kindness and love, was he raised from the slough of despond and placed rejoicing on high land. e. Among the many important questions which have been brought before the public, there is none that more vitally affects the whole human family than that which is technically termed Woman's rights.
The right answer for the question that is being asked and shown above is that: "b. did I not believe that woman herself must do this work—for woman alone can understand the height and the depth, the length and the breadth of her own degradation and woe. "
Read the following poem and then select the correct answer to the question below: "I'm Nobody! Who are you?" By Emily Dickinson I'm Nobody! Who are you? Are you – Nobody – too? Then there's a pair of us! Don't tell! they'd advertise – you know! How dreary – to be – Somebody! How public – like a Frog – To tell one's name – the livelong June – To an admiring Bog! The phrase like a Frog reveals the poet thinks that being well known is as unpleasant as croaking and splashing all day fun as playing in the water and being agile legendary as being the subject of a fairy tale confusing as turning into a different creature
The phrase "like a toad" reveals that the poet thinks being well known is as unpleasant as croaking and sneezing all day long.
The comparison with the frog in the poem is made in a perjorative way, as if to be known, made the author disgusting and unpleasant. This reinforces the poet's desire to be unknown and the comfort she feels for being "nobody".
Match each element of figurative language with its BEST example. Symbol Read Answer Items for Question 1 Imagery Read Answer Items for Question 1 Metaphor Read Answer Items for Question 1 Simile Read Answer Items for Question 1 Answer A. Does it dry up like a raisin in the sun? B. The fog comes/on little cat feet. C. Plain chipware on a plain and creaking wood, Tin flatware. D. What happens to a dream deferred?
Answer: Symbol: What happens to a dream deferred?, Imagery: Plain chipware on a plain and creaking wood, Tin flatware, Metaphor: The fog comes/on little cat feet and Simile: Does it dry up like a raisin in the sun?
Explanation: A symbol is concept that we can assign to a word to change its literal meaning and making it deeper and more significant. Imagery is the use of descriptive language in order to create a picture in the readers' minds. A metaphor is a direct comparison that doesn't use the words "like" and "as". And a simile is also a comparison but it uses the words "like" or "as." " What happens to a dream deferred?" is an example of a symbol, "Plain chipware on a plain and creaking wood, Tin flatware" is an example of imagery. "The fog comes/on little cat feet" is a metaphor that compares fog with cat feet and "Does it dry up like a raisin in the sun?" is a simile.
Which of the following questions should you ask in order to understand an author's diction? What do these words have in common with each other? Is this structure generally allowed in standard grammar? How has the author tried to prove a point with this argument? Why did the author include these specific statistics and graph?
I believe that the question you should ask in order to understand an author's diction is What do these words have in common with each other?
Diction in literature is the choice of words, so I'm assuming this answer is correct.
The following question refers to "Lather and Nothing Else" by Hernando Tellez. 1. Which of the following BEST describes how the narrator feels when Captain Torres walks into his shop? A.flattered B.nervous C.uninterested D.embarrassed The following question refers to "Lather and Nothing Else" by Hernando Tellez. 2. Which of the following quotes from the story gives the BEST explanation for the narrator's final decision? A. "My fate hangs on the edge of this razor blade." B. " . . . I am a painstaking barber." C. " . . . I'm shaking like a regular murderer." D. " . . . I am only a barber. Each one to his job." The following question refers to "Lather and Nothing Else" by Hernando Tellez. 3. Read the sentence from the story and answer the question below. The lather was drying on his face. I must hurry. . . . The razor kept descending. Denotative meaning of descending: coming down or downward Considering the circumstances of the story, how does the connotative meaning of descending affect the mood of the story? A.The positive and loving connotative meaning of descending helps create a romantic mood. B.The negative and dangerous connotative meaning of descending helps create a suspenseful mood. C.The neutral and balanced connotative meaning of descending helps create a calm mood. D.The negative and depressing connotative meaning of descending helps create a somber mood. 4. Which of the following statements is FALSE? A.We cannot trust the narrator because he is telling the story from his point of view. B.Torres does not lie to the barber even though he knows the barber's connection to the revolutionaries. C.We are never told whether the revolutionaries are fighting for good or against good. D.The barber acts on impulse when deciding whether or not to kill Torres. What is the narrator's point of view in the passage below? 5. Patty and Joyce thought that being roommates in college would be great since they were best friends in high school. Unfortunately, when they arrived, things did not go quite as well as they had hoped. A.first-person B.third-person (omniscient) C.third-person (limited) D.second-person
Hope these answers below will help you
1. B) Nervous
2. A)"My fate hangs on the edge of this razor blade."
3. A) The positive and loving connotative meaning of descending helps create a romantic mood.
4. A) We cannot trust the narrator because he is telling the story from his point of view.
5. C) third-person (limited)
I have 4 questions on which progressive or emphatic verb tenses are used. 1. Jake has been mowing the lawn for two hours now. a) present progressive b) past perfect progressive c) past progressive d) present perfect progressive 2. They had been camping in the area when the forest fire began. a) present progressive b) past perfect progressive c) past progressive d) present perfect progressive 3. Kalman had been sleeping throughout the memorable day. a) present progressive b) past perfect progressive c) past progressive d) present perfect progressive 4. As of next month, my best friend and I will have known each other for twelve years. a) present progressive b) past perfect progressive c) past progressive d) present perfect progressive
1- d) present perfect progressive
Explanation: It is about an action which started in the past and continues up to the present. Plus, the structure "subject+ auxiliary verb (has)+ verb to be in past participle (been)+ verb in gerund shows the verb tense that is being used.
2- b) past perfect progressive
Explanation: It is about an action which was already going on when a certain thing happened, "interrupting" it. Plus, the structure "subject+ auxiliary verb (had)+ verb to be in past participle (been)+ verb in gerund shows the verb tense that is being used.
4- none of the alternatives; it is a sentence in future perfect tense.
Explanation: it expresses the idea of something that will have been completed at a certain point in the future. Plus, the structure "subject+simple future of verb to have+ past participle of the main verb shows the verb tense that is being used.
Read the excerpt below from act 3.2 of The Tragedy of Julius Caesar and answer the question that follows. BRUTUS: But as he was ambitious, I slew him. . . . Who is here so base that would be a bondman? If any, speak, for him have I offended. Who is here so rude that would not be a Roman? If any, speak, for him have I offended. Who is here so vile that will not love his country? If any, speak, for him have I offended. I pause for a reply. Which rhetorical device does Brutus use in this excerpt? a. antithesis b. paralipsis c. epimone d. metonymy
I reckon that rhetorical device that William Shakespeare used in Brutus' public speech is a nice example of epimone. Because during this excerpt you can see how Brutus appeals to the listeners by repeating the phrase ''If any, speak, for him have I offended.'' which is a direct significance on the epimone that is considered to be the most used in Shakespeare's works. Epimone is figure that uses by orator to bring his point in crowd by repetition of the idea in the same words.
Multiple Choice , One Question, Im quite Confused. 1. Read the following lines from "The Divine Comedy." And as I faced it, it would not retreat, but paced before me and so blocked my way that more than once I had to turn my feet to retrace my steps. It was break of day, the sun was mounting in the morning sky with the same starts as when that whole array of lovely things was first given movement by divine love. The sweet season of the year and the hour made me think that I might try. Which of the following rhyme schemes has the writer used to create a poetic structure? A) aab bbc ccd B) aba bcb cdc C) abb bcc cdd D) abc bcd cde
The rhyme scheme that the writer has used to create a poetic structure is B) aba bcb cdc.
This means that the last word in each line rhymes with another word. For example, "a" (in aba bcb cdc) stands for the words retreat and feet, which rhyme. "B" stands for the words way, day, and array, which also rhyme. "C" stands for the words sky, by, and try, which rhyme. And "d" stands for the word year, which doesn't rhyme with anything.
Once you've chosen a topic, what should you do next? A) Interview an expert B) Brainstorm to get out initial ideas C) Create a research question D) Draft a thesis statement
B) Brainstorm - you should always brainstorm before beginning the writing process to get out any good ideas before you're influenced by other articles and such.
Which sentence is punctuated correctly? A. Have you read "The Fly;" by Katherine Mansfield, "A Sound of Thunder;" by Ray Bradbury, or "Big Two-Hearted River;" by Ernest Hemingway? B. Famous Renaissance painters include Michelangelo, an Italian; Hieronymus Bosch, from the Netherlands; and Jan Van Eyck, from Belgium. C. My favorite United States capital cities include Salem; Sacramento; and Phoenix. D. The poems my cousin likes best are "If," by Rudyard Kipling; "The Road Not Taken," by Robert Frost, and "Invictus;" by William Ernest Henley.
The sentence that is punctuated correctly is option B. Famous Renaissance painters include Michelangelo, an Italian; Hieronymus Bosch, from the Netherlands; and Jan Van Eyck, from Belgium. The rule applied here is the proper use of semicolons when commas are also used within the series.
Which of the following is an example of an open-ended question? "What are the weaknesses of my paper?" "Did you think my paper was funny?" "Do you think I'm a good writer?" "Did you understand the topic of my paper?"
The correct answer would be "What are the weaknesses of my paper?". With a open-ended question the answer will be more than just one word.
Which phrase describes the author's perspective in Zlata's Diary best? unbiased observer persecuted victim firsthand observer wartime journalist
Zlata was present in Sarajevo during the War which she described in her diary, but she was not a journalist, in the sense that she was not educated in journalism and was not sent to Sarajevo to report on the war.
I think that the best answer is that she was a "firsthand observer" since she personally observed the events, but since she wasn't directly hurt herself, s he was not directly a victim.
Answer the questions that follow after reading the poem below. The tide rises, the tide falls The twilight darkens, the curlew calls; Along the sea-sands damp and brown The traveler hastens toward the town, And the tide rises, the tide falls. Darkness settles on roofs and walls, But the sea in the darkness calls and calls; The little waves, with their soft, white hands, Efface the footprints in the sands, And the tide rises, the tide falls The morning breaks; the steeds in their stalls Stamp and neigh, as the hostler calls; The day returns, but nevermore Returns the traveler to the shore, And the tide rises, the tide falls. What is the rhyme scheme of this poem? aabba, aabba, aacca aabab, abbab, accac aabba, aacca, addda none of these
The answer is none of the above!
Which of the following is the best way to find the correct answer for a general reading question on a reading test?Cover the options and find the relationship.Find that part of the text and look for the answer.Look at the main parts or paragraphs and infer the answer.Cover the options and figure out what fits best.
Look at the main parts or paragraphs and infer the answer. Never look at the answer choices before attempting the figure out the answer to the question.
Correct answer of this question
The answer is either B heat or D pavement.


If you're planning on driving abroad anytime soon, be warned, as you could end up being fined up to £640.
New laws introduced in May mean British motorists who are caught speeding in EU countries may face huge penalties in a fresh bid to curb flouting the limits overseas.
However, due to a legal oddity, British police cannot pursue European drivers caught speeding on UK roads because currently the system only works one-way.
This is because the UK, along with countries like Ireland, Germany, Italy, Spain and Austria run a driver liability system, meaning it is more difficult for police to obtain driver information from another member state.
Research by breakdown cover provider Green Flag shows 81 per cent of British people are oblivious of these recently-amended European rules and risk being burdened with a hefty fine.
When asked what scenarios would cause them to speed while driving in the EU, more than a third (38 per cent) admit their knowledge of speed limits in Europe isn't up to scratch, while 19 per cent put their speeding down to a failure to work out the difference in KPH and MPH.
Alarmingly, the six per cent of drivers who admitted to causing an accident while driving in Europe as a direct result of speeding, claim this was primarily due to not understanding the European speed limits or confusion over metric measurements.
Following the research findings, drivers are being urged to get to grips with EU road regulations to avoid potential accidents caused by speeding.
Simon Henrick, head of news at Green Flag, said: "Driving over the speed limit inevitably increases the likelihood of an accident, so it's important for people to drive carefully on the road – whether at home or on the continent.
"To avoid breaking the law and subsequently being met with a hefty fine, it's important that drivers research the local road regulations and get up to speed on their metric measures before driving abroad."
The EU directive covers eight motoring offences and will give EU member states the power to track down UK motorists to hand them fines.
Unsurprisingly, this has riled UK drivers with a whopping 81 per cent insisting they want European tourists fined if they speed in the UK.
Despite their outrage, only two fifths (38 per cent) of UK drivers claim they would definitely pay a European fine if caught speeding in a different country - with the rest of rebellious Brits who have been fined not paying up because they either forgot all about it, thought it was unfair they got the fine or tried to appeal it.
However, over 50 per cent of UK drivers said the new guidelines wouldn't put them off driving abroad – despite a quarter (24 per cent) admitting to already being nervous when driving in the EU.


text:
VC firm doubles its space
Amanda Fung
Landmark Ventures Inc., a venture capital firm specializing in tech investments, is moving to new digs that overlook Madison Square Park.
The Manhattan-based firm has signed a six-year lease for 6,110 square feet at 11 E. 26th St., between Madison and Fifth avenues. The asking rent was $39 per square foot.
The company plans to move out of its old space at 1270 Broadway, between West 32nd and West 33rd streets, within the next month or so, according to Jeffrey Schwartz of Adams & Co. Real Estate, who along with colleague James Buslik represented the landlord, East Twenty Sixth Associates. The new office is roughly double the size of its current space, he notes.
The 16th-floor office has "spectacular views," says Mr. Schwartz. "It was built out for their needs with seven offices and a conference room."
The tenant was represented by Nadia Edwards, who worked for Greenwald & Weinstock at the time of the transaction.
Sponsored Content: Integrating geographic and building information technology to drive value and productivity


text:
A World of Music
Concert Schedule
Spring 2021 Concert Flier
A World of Music Concert Series
Lowell Chamber Orchestra
The Lowell Chamber Orchestra, conducted by MCC faculty member Orlando Cela, will present a varied program of works from the Classical Era and today. The winner of the LCO concerto competition, Roi Karni, bassett clarinet, will perform the Clarinet Concerto by Wolfgang Amadeus Mozart, and Paikuna Saqinku by Colombian composer Estefanía Pardo Pérez will be featured as the winner of the LCO call for new scores. Also on the program will be Symphony No. 45 by Franz Joseph Haydn and Cyprian's Dance by Eve de Castro-Robinson.
Saturday, September 24 at 7:30 pm
Donahue Family Academic Arts Center, Theatre, Lowell Campus
Recording of Mozart Clarinet Concerto, Roi Karni, basset clarinet
https://www.youtube.com/watch?v=Sk2pSQUi_8A
North Sea Gas
One of Scotland's most popular folk bands, North Sea Gas consists of Dave Gilfillan, Grant Simpson, and Ronnie MacDonald, who deliver descriptive vocals and rich hree-part harmonies. Guitars, Mandolin, Fiddle, Bouzouki, Harmonica, Whistles, Bodhrans, Banjo and good humor are all part of the entertainment. Celtic Radio – Boston writes: "The band displays an attachment and a reverence for their roots from the very start. The music feels genuine, unpretentious, and spontaneous, with a fondness for storytelling and beautiful harmonies."
Wednesday, October 5 at 7:30 pm
Donahue Family Academic Arts Center, Recital Hall, Lowell Campus
Celebrating the 100th Anniversary of Nosferatu
W. Murnau's German Expressionist horror film from 1922 will be presented with music by the Dylan Jack Quartet, led by MCC music alumnus Dylan Jack, drummer. The ensemble, which also includes Eric Hofbauer, guitar; Jerry Sabatini, trumpet, and Tony Leva, bass and electronics, will play a soundtrack, both composed and improvised, full of emotional themes and spontaneous development that will enhance the creepiness of the film.
This event is co-sponsored by the MCC Film Series
Thursday, October 20 at 7:30 pm
A Peruvian Sojourn
MCC faculty members Carmen Rodríguez-Peralta, pianist, and Orlando Cela, flutist, will perform a lecture recital devoted to Peruvian works inspired by Indigenous melodies, rhythms, and instruments. Historical and cultural background information will be presented. Piano solos by Pablo Chávez Aguilar and Enrique Iturriaga, a flute solo by Celso Garrico-Lecca, and pieces for flute and piano by Clotilde Arias, Andrés Sás, Jorge Villavicencio Grossmann, and Gabriela Lena Frank will be performed.
This event is co-sponsored by the MCC Honors Program
Tuesday, November 8 at 11:00 am
MCC Concert Hall, Bedford Campus
recording of concert:
https://youtu.be/JYTlezNh59M
Raley Beggs, Guitarist
MCC faculty member and noted guitarist Raley Beggs will perform a program of colorful music for solo guitar by Francesco da Milano, Francisco Guerau, Isaac Albéniz, Giulio Regondi, Maurice Ravel, and Johann Sebastian Bach.
Sunday, November 20 at 3:00 pm
https://youtu.be/9_HX6Vj57ZM
MCC student singers and instrumentalists
Monday, December 12 at 12:30 pm
Island of Peoples
The Lowell Chamber Orchestra will perform this dramatic multimedia oratorio, composed in 2019 by Gabriele Vanoni. Island of Peoples is based on stories of immigrants coming to the United States, and it draws inspiration and material from the stories of the Ellis Island Oral Histories. These interviews include stories of struggle, pain, and sadness, but also of joy, love, friendship, and faith.
Saturday, December 17at 7:30 pm
All concerts are free and open to the public
For more information, contact Carmen Rodríguez-Peralta, Director of A World of Music,
at 781-280-3923 or peraltac@middlesex.mass.edu
For directions:
MCC Concert Hall in Bedford
https://www.middlesex.mass.edu/transportation/directions/bdirect.aspx
Academic Arts Center in Lowell
https://www.middlesex.mass.edu/academicartscenter/directions.aspx
MCC Music Faculty At-Home and MCC Musical Connections performances
https://www.youtube.com/channel/UCOEBeNUAl_TcbcnCdB73wLA
Selected live concerts from Spring 2022
The Lowell Chamber Orchestra, conducted by MCC faculty member Orlando Cela, presented works from the Baroque Era, combined with later pieces inspired by this era. The Double Concerto for Recorder and Traverso by Georg Philipp Telemann, featuring Aldo Abreu and Orlando Cela as soloists, and the Suite from Castor et Pollux by Jean-Philippe Rameau were performed. Suite Française après Gervaise by Francois Poulenc and the world premiere of Greyed Rainbow by Dana Kaufman reflected the influence of the Baroque.
https://youtu.be/iTaBKg-8sgU
Featuring MCC Music Faculty
MCC Music faculty members Todd Brunel, clarinetist; Orlando Cela, flutist; Johnny Mok, cellist; and Carmen Rodríguez-Peralta, pianist performed works for various combinations of instruments by Gabriel Fauré, Mikhail Glinka, Manuel de Falla, Guillaume Connesson and Carlos Gardel. A piano solo by Larry Bell and Jazz improvisations for bass clarinet were also featured.
https://www.youtube.com/watch?v=IdkIo54lTd0
Selected live concert from Fall 2021
The Black Cat
Celebrate Halloween year round by experiencing The Black Cat by Larry Bell for cello, piano and narrator, based on the short story by Edgar Allan Poe. Additional haunting music by Gabriela Lena Frank, Edvard Grieg and Camille Saint-Saëns is featured. MCC faculty members Carmen Rodríguez-Peralta, pianist, and Orlando Cela, flutist, are joined by Sam Ou, cellist, and Larry Bell, composer/narrator.
https://www.youtube.com/watch?v=1jsY7d_Qywg
Live Concert from Summer 2021
Rasa String Quartet performing a colorful and varied program by Florence Price, Amy Beach, Wei-Chieh Lin, José Elizondo, Felix Mendelssohn and some traditional Danish folk music.
https://www.youtube.com/watch?v=BjWlp0HCPbE
Selected live recording performances from Spring 2021
Celebrating Black Composers from Europe, Africa, United States and South America
MCC faculty members Todd Brunel, clarinet/saxophone; Orlando Cela, flute; Eunghee Cho, cello; Carmen Rodríguez-Peralta, piano and Marcus Santos, drums presented a colorful program illustrating a variety of styles from the 1700's to the present. Works by Joseph Bologne (Le Chevalier de Saint Georges), Florence Price, Samuel Coleridge Taylor, "Blind Tom" Wiggins, Bongani Ndodana-Breen, and Jazz greats Geri Allen and Duke Ellington were featured. There was also a selection featuring Afro-Brazilian drumming with guest dancer Kaitlyn Jolly.
https://youtu.be/W2DpaqH00q4
Lowell Chamber Orchestra: Miniature Universes
The Lowell Chamber Orchestra, conducted by MCC faculty member Orlando Cela, performed Dance Preludes (third version) by Witold Lutosławski; Sinfonietta, Op. 1 by Benjamin Britten, and Symphony No. 5 by Franz Schubert.
https://youtu.be/q0SS7O2byYU
Selected live recording performances from Fall 2020
Piano Recital of Carmen Rodriguez-Peralta
Works by J.S. Bach, Larry Bell, Beethoven, Debussy and Ginastera
Recorded by Bedford TV
https://www.youtube.com/watch?v=9njSegpDIC8&feature=youtu.be
Lowell Chamber Orchestra: Hidden Landscapes
The LCO, conducted by Orlando Cela, performed works by Bongani Ndodana-Breen, Evan Williams and Appalachian Spring by Aaron Copland.
https://youtu.be/8lLKSBML0Go
Last Modified: 12/8/22


JL has engineered the perfect cut for male and female unisuits. As well, JL's original V-Front waistline visually elongates the torso allowing for a proper and flattering fit. Made from Drywick which is excellent for comfort, quick drying, durability, movement and color vibrancy.
A super bright, lighter weight fabric with fantastic elastic properties and perfectly suited to sublimated decoration. This fabric is fast wicking, lightweight and has a great elastic memory, which ensures your garment will hold its shape session after session. Manufactured in a Bluesign® certified mill, this fabric meets strict standards to reduce the overall environmental impact of your garment.
This mid-weight strong yet supple fabric is perfect for most technical rowing garments. Constructed from the highest quality microfiber, this fabric boasts world famous durability and excellent moisture wicking properties. The super tight micro-weave also provides excellent UV and anti-microbial protection.
If you're in the red buoys of a national championship or out striving for that perfect stroke, a JL Racing unisuit gives you comfort and support where you need it to let you focus on the task at hand. The Hudson Unisuit features sublimated top. The JL Racing 'V-Front' waistline visually elongates the torso for a better fit and to keep you looking great! Handmade in the USA, this suit is cut for the male body shape and includes a double layer seat as standard, making it one of the longest lasting suits available.
Perfect for the toughest workouts be they on water, on an erg or in the gym. These shorts feature a low hip cut, gusset and a very short inseam: The rise measures an inch less than on unisex trou, while the inseam is an inch and a half shorter. Cut spefically for the female body, these trou will keep you comfortable, while you do uncomfortable things.
Our Drywick fabric is midweight, quick-drying and perfect for even the toughest workout on the water. This garment is sublimated with the Hudson design.


text:
Q: Postman error in Monitoring error: JSONError: Unexpected token u in JSON at position 0 The Postman runner works just fine but the monitor keeps throwing an error after few successful runs.  When I look at the server logs, it does not show any error in the run and returns successful JSON response.
Postman Monitor Console Log errror
Here is the test script used:
    var json = JSON.parse(responseBody);
    var err = json.error;
    var stat = json.status;

if(stat == "success"){
    tests["Valid Credentials"] = true;
    tests["Valid API"] = true;
    tests["API is configured"] = true;
    tests["No Intenal Exception"] = true;
    tests["Valid Response"] = true;
}else if(stat == "Invalid credentials"){
    tests["Valid credentials"] = false;
}else
if(responseBody.has("Invalid API")){
    tests["Valid Credentials"] = true;
    tests["Valid API"] = false;
}else
if(err == "NULL"){
    tests["Valid Credentials"] = true;
    tests["Valid API"] = true;
    tests["API is configured"] = false;
}else
if(responseBody.has("Internal Exception")){
    tests["Valid Credentials"] = true;
    tests["Valid API"] = true;
    tests["API is configured"] = true;
    tests["No Intenal Exception"] = false;
}else if(stat == "No Data"){
    tests["Valid Credentials"] = true;
    tests["Valid API"] = true;
    tests["API is configured"] = true;
    tests["No Intenal Exception"] = true;
    tests["Valid Response"] = false
}

The response looks like below:
    {
"status": "success",
"response": {
    "p_status": "Success",
    "p_status_msg": {
        "entityList": {
            "TotalRecordsPerPage": 1,
            "TotalRecords": 1,
            "Page": 1,
            "TotalPages": 1,
            "CatalogInfo": [
                {
                    "CreditHoursLow": 3,
                    "CatalogDescription": {
                        "CatalogDescription": {
                            "Course": [
                                {
                                    "TextNarrative": "Introduction to Literary Criticism of Spanish,Hispanic, American, French and Francophone Literature",
                                    "TermCodeEnd": 200008
                                }
                            ]
                        }
                    },
                    "LectureHours": 3,
                    "CourseLevelList": {
                        "CourseLevels": {
                            "Levels": [
                                {
                                    "LevelCode": "UG",
                                    "LevelDescription": "Undergraduate"
                                }
                            ]
                        }
                    },
                    "EquivalentCoursesList": {
                        "EquivalentCourses": {
                            "Courses": [
                                {
                                    "EquivalentSubjectCode": "SOWK",
                                    "EquivalentCourseNumber": 4150,
                                    "EquivalentSubjectDescription": "Accounting"
                                }
                            ]
                        }
                    },
                    "CourseNumber": 9011,
                    "CourseTitle": "Race and Ethnic Relations",
                    "NumberOfTimesRepeatable": 2,
                    "StatusCode": "A",
                    "CreditHoursHigh": 5,
                    "CorequisitesCoursesList": {
                        "CorequisitesCourses": {
                            "Course": [
                                {
                                    "SubjectCode": "ACCT",
                                    "CourseNumber": 9999
                                },
                                {
                                    "SubjectCode": "ACCT",
                                    "CourseNumber": 9998
                                }
                            ]
                        }
                    },
                    "RepeatLimit": 0,
                    "CollegeRestrictionsList": {
                        "CollegeRestrictions": {
                            "Restrictions": [
                                {
                                    "CollegeRestrictionInd": "I",
                                    "CollegeDescription": "",
                                    "CollegeCode": "",
                                    "RestrictionIndDescription": "Include"
                                },
                                {
                                    "CollegeRestrictionInd": "",
                                    "CollegeDescription": "College of Pharmacy",
                                    "CollegeCode": "CP",
                                    "RestrictionIndDescription": ""
                                }
                            ]
                        }
                    },
                    "Department": "SOCI",
                    "ScheduleTypeList": {
                        "ScheduleTypes": {
                            "Types": [
                                {
                                    "AdjustedScheduleTypeWorkload": "",
                                    "ScheduleTypeCode": "L",
                                    "InstructionalMethodCode": "",
                                    "WorkloadMaximumEnrollment": "",
                                    "InstructionalMethodDescription": "",
                                    "ScheduleTypeDescription": "Lecture",
                                    "ScheduleTypeWorkload": ""
                                }
                            ]
                        }
                    },
                    "CourseRepeatable": "RP",
                    "GradingModesList": {
                        "GradingModes": {
                            "Modes": [
                                {
                                    "IsDefault": "Y",
                                    "GradeModeCode": "S",
                                    "GradeModeDescription": "Standard Letter"
                                }
                            ]
                        }
                    },
                    "DegreeRestrictionsList": {
                        "DegreeRestrictions": {
                            "Restrictions": [
                                {
                                    "DegreeRestrictionInd": "I",
                                    "DegreeCode": "MBA",
                                    "RestrictionIndDescription": "Include",
                                    "DegreeDescription": "Master Business Admin"
                                }
                            ]
                        }
                    },
                    "CampusRestrictionsList": {
                        "CampusRestrictions": {
                            "Restrictions": [
                                {
                                    "CampusCode": "M",
                                    "CampusDescription": "Main",
                                    "CampusRestrictionInd": "I",
                                    "RestrictionIndDescription": "Include"
                                }
                            ]
                        }
                    },
                    "LabHours": 3,
                    "CollegeCode": "AS",
                    "ContactHours": 3,
                    "MajorRestrictionsList": {
                        "MajorRestrictions": {
                            "Restrictions": [
                                {
                                    "MajorDescription": "",
                                    "FieldOfStudyTypeDescription": "Major",
                                    "MajorRestrictionInd": "I",
                                    "MajorCode": "",
                                    "FieldOfStudyTypeCode": "MAJOR",
                                    "RestrictionIndDescription": "Include"
                                },
                                {
                                    "MajorDescription": "Speech Pathology",
                                    "FieldOfStudyTypeDescription": "Major",
                                    "MajorRestrictionInd": "",
                                    "MajorCode": "SPBS",
                                    "FieldOfStudyTypeCode": "MAJOR",
                                    "RestrictionIndDescription": ""
                                }
                            ]
                        }
                    },
                    "EffectiveTerm": "000000",
                    "TuitionWaiver": "Y",
                    "CourseAttributeList": {
                        "CourseAttributes": {
                            "Attributes": [
                                {
                                    "AttributeCode": "NLAB",
                                    "AttributeDescription": "Natural Science Lab"
                                },
                                {
                                    "AttributeCode": "NATL",
                                    "AttributeDescription": "Natural Science Requirement"
                                }
                            ]
                        }
                    },
                    "AdditionalFees": "N",
                    "PrerequisitiesCoursesList": {
                        "PrerequisitiesCourses": {
                            "Course": [
                                {
                                    "Connector": "",
                                    "LevelCode": "UG",
                                    "MinimumTestScore": "",
                                    "ConcurrencyIndicator": "",
                                    "LeftParenthesis": "",
                                    "SubjectCode": "SOCI",
                                    "TestCode": "",
                                    "CourseNumber": 1010,
                                    "RightParenthesis": "",
                                    "MinimumGrade": "D"
                                }
                            ]
                        }
                    },
                    "LongTitle": "Race and Ethnic Relations",
                    "ClassRestrictionsList": {
                        "ClassRestrictions": {
                            "Restrictions": [
                                {
                                    "ClassRestrictionInd": "I",
                                    "ClassLevelDescription": "",
                                    "ClassCode": "",
                                    "RestrictionIndDescription": "Include"
                                },
                                {
                                    "ClassRestrictionInd": "",
                                    "ClassLevelDescription": "Junior",
                                    "ClassCode": "JR",
                                    "RestrictionIndDescription": ""
                                },
                                {
                                    "ClassRestrictionInd": "",
                                    "ClassLevelDescription": "Senior",
                                    "ClassCode": "SR",
                                    "RestrictionIndDescription": ""
                                }
                            ]
                        }
                    },
                    "SubjectCode": "ACCT",
                    "Year": "0000",
                    "InstructorApproval": "I",
                    "BillHours": 3
                }
            ]
        }
    }
}

}
Please help...

redpajama_set_name: RedPajamaStackExchange


text:
import { NgxSmartModalModule } from '../../';
import { NgxSmartModalService } from '../../src/ngx-smart-modal';

describe('NgxSmartModalModule', () => {
  let ngxSmartModalModule: NgxSmartModalModule;

  beforeEach(() => {
    ngxSmartModalModule = new NgxSmartModalModule({} as NgxSmartModalService);
  });

  it('should create an instance', () => {
    expect(ngxSmartModalModule).toBeTruthy();
  });

  it('should get forRoot()', () => {
    expect(typeof NgxSmartModalModule.forRoot()).toEqual('object');
  });

  it('should get forChild()', () => {
    expect(typeof NgxSmartModalModule.forChild()).toEqual('object');
  });
});

redpajama_set_name: RedPajamaGithub


The iPhone X is still brand new, but already a jailbreaker in South Korea has managed to figure out how to jailbreak the device.
The functional jailbreak for Apple's brand new iOS 11.1.1 firmware on the iPhone X was shown off at the POC2017 event in Seoul, South Korea. In an video of the demonstration, hacker Liang Chen of KeenLab was shown executing a jailbreak on the iOS version which Apple made publicly available just yesterday.
The jailbreak has yet to be released publicly — and may never be — but it's definitely promising news for anyone who considers themselves part of the Apple jailbreak community.
Even though that community is not as vibrant as it once was, the possibility of jailbreakers being able to use features like Face ID and the various gestures available on the iPhone X certainly makes this an exciting piece of hardware for would-be hackers.
In the past, jailbreaking was a massive cottage industry on iOS — particularly in the days before the App Store launched. Today, a combination of Apple's increased security measures, the increased risk of security vulnerabilities, and the fact that finding vulnerabilities with iOS can make good "white hat" hackers a nice chunk of change by selling it has meant there is less of a demand for it.
Nonetheless, it's a community that Apple has had a love/hate relationship with for years. In the cat-and-mouse game Apple plays with the jailbreak community, Apple has even taken to (perhaps slightly mockingly) publicly acknowledging members of the jailbreak community when fixing vulnerabilities in versions of iOS.
Do you have any interest in new iOS 11 or iPhone X jailbreaks? Is there a reason to jailbreak your phone here in 2017? Let us know your thoughts in the comments below.


If you have been accused of Grand Theft in Orlando Florida, call 407.504.1384 to set up a free consultation with Orlando Attorney Heiko Moenckmeier. We have the Experience to defend you and Fight against these charges. We can defend you.
Don't wait, call today- 407.504.1384 to speak DIRECTLY to an attorney who will give you a free initial consultation, and try to make you feel better about YOUR situation.
Are there any defenses to theft? Yes.
Yes, there are many defenses available that may or may not apply to your case. We will evaluate your case for you and look for weaknesses in the State's case against you. Every case is different but there are always some defenses. Theft accusations are complicated. The State Attorney's office must prove that the defendant knowingly and illegally obtained property of the alleged victim.
It must also be proven that the defendant did so with the intent to permanently or temporarily deprive the victim of his or her right to the property or to benefit from it by appropriating the property.
An Orlando theft conviction can also result in your driver's license being suspended, could be used against you if you testify in court, can make obtaining meaningful employment or living arrangements to impossible and is an enhanceable offense.
Call Orlando grand theft attorney Heiko Moenckmeier today at 407.504.1384 to set up a free consultation.
What are the Punishments for Grand Theft?
a fine up to $10,000.00.
It is important to speak with an experienced lawyer about the details of YOUR case, as past success guarantees no future results from any lawyer to any client. Call today for your free initial consultation.


I saw the model Sears has and came right to this site when I got home. It sound like a great machine. I have some question though. JUst how easy is the software to use? I tried using CAD programs in the past with out much luck. Do I need to be able to use CAD to make this machine work? I've read in the FAQ that it takes special bits. Does that mean you have to use CarveWright bits? Last does the machine work as well as shown in the on-line video. I would like to see on in action. If there is any one in the Hampton Roads area of VA. who owns the CarveWright and might be willing to take some time to show me how it works that would be great.
I just receive my machine last week Thursday and spent this weekend learning how to use it. The software is easy and straightforward. You click and drag the patterns to the work area; what you see is what you get. I was impressed with the results, however like any new machine or software, you need to practice and play with it to get experience on what the machine can do.
I am as close as the south side of Richmond, if that's not too far away. I'd be glad to spend some time with you and let you play with the machine a little while to see what it can do. Just drop me a line at bear24s@yahoo.com if you are interested.


Here are a few recipes that are quick, easy, delicious, and versatile! Get the whole family involved in new and nutritious breakfast solutions.
If there was any day that I looked forward to during the week when I was a child it was Sunday. I was always up early helping prepare a huge breakfast with my mom, and reading the Sunday comics with my dad after our bellies had been filled. As far as the rest of the week we were a "grab what you can, if anything at all, and go family." Sound Familiar?
We are all so busy these days that sometimes breakfast gets pushed aside for a few extra minutes of sleep or simply not knowing what can be prepared to fill you up in a matter of minutes. Let's change that and make breakfast an everyday tradition!
Add all ingredients to blender in the order listed above. Blend until smooth. Serve immediately.
Don't like mangos? Switch them out with any other fruit you like! Add a tablespoon of peanut butter for a protein boost.
Combine oats, chia seeds, apple juice, and almond milk. Soak overnight in the refrigerator (8 hours minimum), covered.
When done soaking fold in all other ingredients except for honey.
Serve by drizzling with honey, and topping with more fresh berries/nuts if desired.
This is an easy and versatile breakfast option or snack. You can mix and match different types of seeds or nuts and change up fruits, per their seasonal availability. If you know you'll be in a big morning rush the next day, go ahead and add all the ingredients except the honey and seeds/nuts, and let soak overnight.
Combine all ingredients in a large bowl, and combine well.
Roll mixture into 1 in. balls, or whatever size you prefer.
Place balls onto parchment lined cookie sheet, and refrigerate for 10 minutes or until firm, and enjoy.
These will keep in an airtight container for up to a week. Make plenty for quick breakfast grabs with a side of Greek yogurt, or for a healthier alternative as an after-school snack attack! Looking for more breakfast ideas? Check out these tasty ideas: Parsley Pineapple Smoothie, 10 Yummy Breakfast Ideas Your Kids Will Love, and Fried Egg Over Taco Shells.
Leslie Beach is a chef, currently pursuing a degree in nutrition to obtain her registered dietitian credential.